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Syllabus Design of Conversation Class

Conversation Module of SMA Muhammadiyah 1 Karanganyar



(Sample of the content of the Conversation Module)

How to know Others

Do you like to make a friend? Or do you like to have a lot of friends? Then you should know how to introduce yourself in various situations.

What you should do

  • Greeting

Formal Greeting:

  • Good morning
  • Good afternoon
  • Good evening

Common Greeting:

  • Good day!
  • How di!
  • Hi!
  • Hello!
  • Introduction

Formal Introduction

  • My name is Elizabeth
  • My name is Richard Hamilton. What’s your name?
  • I am Australian.
  • I live in Canberra.

Common introduction

  • I’m Elizabeth. Call me Liz!
  • Hi, I’m Richard!
  • I’m from Australia
  • Closing
    • How do you do?
    • It’s nice to meet you
    • I’m happy to meet you
    • I’m glad to meet you
    • It’s pleased to meet you

To make good impression in the first meeting, it is better to say something to show that we want to meet him/her again. We can say:

ü  Good bye

ü  Good night

ü  See you later

ü  See you soon

ü  See you tomorrow

ü  Good luck

ü  Keep in touch

ü  Take care

ü  I’m looking forward to seeing you

ü  Cheerio

ü  Have a good time

ü  Etc…

Read The two examples below!

Example 1

Elizabeth : Hello! I’m Elizabeth Mandel

Chuck      : Hi! My name is Charles Chang. But please call me Chuck.

Elizabeth : Nice to meet you Chuck. You can call me Liz.

Chuck      : Ok. And what’s your last name again?

Elizabeth : Mandel

Chuck      : Nice to meet you too Liz

Example 2

Mr. Campbell : Good morning I’m John Campbell.

Mrs. Edward  : Good morning I’m Lucy Edward

Mr. Campbell : How do you do Mrs. Edward?

Mrs. Edward  : How do you do Mr. Campbell?

Task 1

Find the differences between them and discuss it with your teacher!

Task 2

Discuss about “Addressing system in English”

The use of Mr,Mrs,Miss and Ms!

Task 3

Play Role Play

Make a group with your friends then practice these situations:

  1. You go to the bookstore. Incidentally, you have a crash with someone, then you make a friend.
  2. You are in the new class. You make a friend with a new student
  3. You are in your friend’s birthday party. You are interested to make new friends in the party.
  4. You are a delegation from your school to visit the youth organization meeting. You get many new friends, and you are interested to have new friends.
  5. You go to your friend’s home. You introduce yourself to your friend’s parents.

Personal Identification

If you go abroad or you need to have some important documents ( ID card, Driver License, Passport, Credit Card, Insurance Card, etc) you will have to give your personal identity.


  • Excuse me, may I know your name please?
  • What’s your complete name?
  • How do you spell your name?
  • Where are you from?
  • What’s your address?
  • Where do you go to school?
  • How do you go to school?
  • What grade are you?
  • When were you born?
  • Where were you born?
  • How old are you?
  • What’s your father ‘s name?
  • What does he do?
  • What’s your mother’s name?
  • What does she do?
  • Are you married or single?
  • How tall are you?
  • How weights are you?
  • What is your nationality?
  • What are your hobbies?/ What is your hobby?
  • What is your favorite food?
  • What is your favorite drink?
  • What is your favorite TV program?
  • What is your favorite subject?
  • How do you study English?

If you can answer all of questions above, then learn about CV (Curriculum Vitae) below! You fill the blanks with your own identity.

Curriculum Vitae

1. Full Name      :

2. Sex                :  Female/Male

3. Place and date of birth :

4. Nationality      :

5. Address           :

6. Marital Status :

7. Religion         :

8. Education     : 1. Kinder garden School of……in  199…………

2. Elementary School of………….In 200………….

3. Junior High School of…………In 200………..

9. Parents’ names : Father …………………..


10. Parents’ jobs   : Father…………………….


11. Height             :……………

12. Weight            :……………..Kg

13. Hobbies           :…………………………

14. Expectation     :……………………….

15. Extracurricular :……………………….

Task 1

Discuss with your teacher about another kind of Personal Data!

Task 2.

Practice the questions to ask about personal data and the personal identity form in these situations:

  1. You want to enroll to new school
  2. You want to have a driver license
  3. You want to check up your health in the hospital
  4. You want to have a job

How to Introduce Others

If you are able to introduce yourself and make your own personal identity, now you try to introduce your friend or your family member to the others.

There are no difference in introducing others with introducing others. You just keep attention in how you make an introduction.

You can use some words:

  • Let me introduce you with my brother…
  • Hi Adam! This is my brother, Luis.
  • This is my brother Luis
  • That is my sister Anna.
  • That is my sister, her name is Anna

Commonly “This” and ”That” are used for introducing someone.

Read the examples below!

Example 1

Andrea  : Hi Ahmad! This is my friend, Lisa. Lisa, this is Ahmad

Ahmad  : Hi Lisa, nice to meet you!

Lisa        : Hi Ahmad! Where are you from?

Ahmad  : I’m from Dubai.

Lisa        : Nice! I’m from Rome. Nice to meet you too Ahmad

Example 2

Ms. Janet  : Good morning Steve. I want to introduce you with our new trainer, Henry Campbell.

Steve        : Good morning Mr. Campbell!

Mr. Campbell : Good morning Steve. How do you do?

Steve        : How do you do Sir?

Task 1

Discuss the differences between those two examples with your teacher!

Task 2

Role Play

Make in a group with your friend then practice these situations below!

  1. You introduce your parents to your friend
  2. You meet your boyfriend while you are walking with your girlfriend, then you introduce her to him.
  3. You introduce the new OSIS leader to your friend
  4. You introduce your friend to your teacher
  5. You introduce your parents to your teacher

Meeting with Friends

When we meet with somebody who knows us and we know, we usually give some common greetings.

Common greetings:

  • Hi how are you?
  • How are you doing?
  • How’s life?
  • How’s it going?
  • How have you been?
  • How’s everything?

Some responses:

  • I’m fine
  • I’m okay
  • I’m very well thank you
  • I’m good
  • I’m great
  • Not bad
  • I’m not okay
  • Pretty well
  • I’m very well

Task 1

Practice with your friend about asking condition

Asking and Giving Opinion

Sometimes we’d like to know about others’ opinion or comment about something. In the other hand, we’d also really like to give our comment and opinion.

Asking opinion:

  • How do you think about The government policy?
  • What do you think about the government policy?
  • What do you say about the government policy?
  • What’s your opinion about the government policy?
  • How about the government policy?

Giving opinion:

  • I think it’s better than before
  • In my opinion it doesn’t work well
  • The government policy never meets with the society

We would also like to show the agreement or disagreement by giving some questions.

Questions for agreement or disagreement:

  • Do think the government policy walks so well?
  • Do you agree with the government policy?
  • Are you satisfied with the government policy?
  • The government policy never satisfies the society, is it?
  • You always agree with the government, don’t you?

Responses for the questions:

  • Showing agreement:
  • I think so….
  • I agree with you….
  • Yes, that’s right
  • I totally agree with that…
  • I really believe that….
  • Yes I’m sure about that..
    • I don’t think so….
    • I disagree with you….
    • No, that’s not right
    • I totally disagree with that….
    • I don’t believe that….
    • I’m not sure about that
  • Showing disagreement:

Task 1

Find the topic by yourself to ask to your friends’ opinion!

Task 2

Make a question and opinion about topics below!

  1. Your school’s cleanness
  2. Your English teachers
  3. Our president
  4. Traditional food
  5. Modern food
  6. Living in the city
  7. Living in the village
  8. Food in the school’s canteen
  9. Tourism places in your town
  10. Public vehicles in your town

Task 3

Write your opinion about something in a small piece paper then fold it and turn it to your friend. Give your friend question and let her/him answer your question!

How does she look like?

Sometimes we need to know about physical appearance of somebody. Now, do the task 1 first!

Task 1

Draw a face and name each of part from the face!

Task  2

Draw a whole of human body, then name each part of it!

Asking about someone’s physical character, you can use:

  • How does she look like?
  • How about her appearance?
  • Is she beautiful?
  • Is he handsome?
  • Tell me about her appearance…
  • Do you think he is tall

Giving description can be stated in some words. Now look at the pictures below then read the example!

  • Lola is young, she is beautiful and she has long straight hair
  • Betty has round face and short wavy hair
  • Sandra has an oval face and curly hair
  • Tom is young and cute. He has a round face and short straight hair
  • Ronald is old. He is fat and his head jus has a few hair. He’s almost bald.

Task 3

Choose one of your friend, then describe of her/his appearance in front of the classroom and let other friends guest!

Task 4

Make a group of your class, then decide one of famous person to be described and guessed by other groups!

How is She Like?

After we know about someone’s appearance the next is we want to know more about his/her personality.

Let’s know about it!

Asking Personality

  • How is She/he like?
  • What do you think about him/her?
  • What is your opinion about him/her?
  • Do you think He is a good guy?
  • Is she nice girl?
  • He is smart, isn’t he?
  • What about her/his personality?
  • He is responsible boy right?

Giving explanation about personality

  • She is good girl
  • I think he is honest and responsible
  • In my opinion she is messy girl

Now, read the example of the dialog below!

Putri       : Lisa, do you know about Andi?

Lisa        : Andi?

Putri       : Yes, Andi! The new student from NTT

Lisa        : O ya. Oh God I almost forgot!

Putri       : He is your classmate, isn’t he?

Lisa        : You’re right.

Putri       : Errr…is he handsome?

Lisa        : I think not really. But he is quiet good looking. He is white and he has a pointed nose. He also has big eyes, but he is quiet tall too I think.

Putri       : How do you think about him?

Lisa        : He is quiet. He doesn’t speak much. May be because he can’t speak Javanese. But he is friendly and kind.

Putri       : Hey, is he smart?

Lisa        : He is not too smart but he is diligent

Putri       : So he is good student, isn’t he?

Lisa        : Put, why you asked about him much?

Putri       : I just wanna know

Lisa        : Come on don’t be shy to say that you like him right?

Putri       : No I don’t I just…

Lisa        : You admire him! Just say it. I will tell him

Putri       : Hey Put, please don’t I’m shy…

Lisa        : Don’t be shy…. It’s okay… I’m with you. Trust me he’s a good boy!
Task 1

Read some words below and determine them, whether they are personality or appearance then find the opposite word!

n  Fussy

n  Stingy

n  Calm

n  Friendly

n  Flirt

n  Noisy

n  Handsome

n  Tall

n  Big

n  Thin

n  Small

n  White

n  Smart

n  Married

n  Patient

n  Polite

n  Soft

n  Long

n  Pointed nose

n  Clean

n  Kind

n  Generous

n  Confident

n  Shy

n  Naughty

n  Diligent

n  Sloppy

n  Messy

n  Curly

n  Squared

n  Rich

n  Young

n  Slow

n  Heavy

n  Sharp nose

n  Discipline

n  Honest

n  New

Task 2

Make question and answer about personality with your friend!

Task 3

Make a guest about personality trait!



Talking about hobbies means talking about favorite things we do.

How to ask about hobbies:

  • What’s your hobby?
  • What do you like to do in your spare time?
  • What do you like to do in your leisure time?
  • What do you usually do for relaxing?
  • What’s your favorite thing to do?

How to give answer:

  • My hobby is swimming
  • I like swimming/ I like to swim
  • I usually swim
  • My favorite thing to do is swimming

Are these what you like to do?

Collecting stamps                    drawing

Writing                                    swimming

Shopping                                 Playing basketball

Playing with Comp                 Reading

Singing                                    Dancing

Find other hobbies!

Task 1

Ask your friends about their hobby

Task 2

Find the difference and similarity with you!


Get off and Get in

You want to go somewhere but you don’t know to get there? You need a direction what you should take.

Asking a direction:

  • Can you tell me how to get there?
  • Could you please tell me what bus I should take to Tawangmangu?
  • Excuse me. Can you tell me how to get to tawangmangu?
  • What bus should I take to Tawangmangu?
  • What train should I take to Yogya so I can get to Malioboro?

Giving direction by using vehicles

  • Take Langsung Jaya bus or Rukun Sayur bus and get off at Tawangmangu bus station.
  • Take Prameks train and get off in Tugu train station. Take the becak and you’ll get to Malioboro
  • Take many buses to Tawangmangu. There are Langsung Jaya, Rukun Sayur, and etc.

Sometimes, we also can ask somebody to recommend a good place.

Asking recommendation:

  • Can you recommend a good hotel in Tawangmangu?
  • Can you recommend good tourist sight in Tawangmangu?

Giving Recommendation:

  • Yes.Kusuma Komaratih is a good hotel
  • Yes. Grojogan sewu is a good tourist sight

Task 1

Role play

Make in group. Play role by making dialog. You are as a tourist and try to get the way to the beautiful place in your town!

Others’  activity

If you want to know about others’ activity there

are some you can you use to make questions.


  • What do you usually do every Sunday?
  • Where do you usually go on Sundays?
  • What activities do you usually do on Sundays?
  • What favorite things you like to do on Sundays?
  • What time do you usually get up?
  • What does usually your sister do on Sundays?
  • What does she usually get up?
  • Tell me your activity on Sundays!
  • Tell me about your activity on Sundays!


  • I go playing badminton and read magazines
  • I usually go playing badminton and read magazines
  • I like to play badminton and read magazines on Sundays
  • She usually reads magazines and watches TV
  • She usually gets up at 5
  • I usually get up at 6 in the morning

You can give explanation about your daily routines,  read the example below!

Good morning my friends! Let me tell you about my daily routines on weekdays. I usually get up at 4.30. And then I pray Subuh and take a bath. After that, I have breakfast, then I go to school around 6 in the morning. I go to school by bus. I go home from school at 1.30. I arrive at home around 2 in the afternoon. Sometimes I do not go home directly, but I join the extracurricular at school. I get home around 4. I take a bath and tidy my room. Sometimes I watch TV. At 5.45, I pray Maghrib. After that I have my dinner with my family. I recite Qur’an until Isya. And then, I pray Isya. Finish praying, I study until 10 pm. Finally I take a sleep after that.

You will usually use;

Then               and                            next        after that

Finally            usually                       sometimes    always

Rarely             often                         never

And how about if you tell about your friend activity? Read the example!

Good morning my friend! I would like to tell you about my friend’s daily activity. Her name is Indah. She usually wakes up at 05.00. She prays Subuh and helps her mother. She takes a bath, has breakfast then she goes to school. She comes home around 2. Then she helps her mother again. After that she watches TV for a while then she takes a bath. Then she prays Maghrib. After praying Maghrib she has dinner with her family. She recites Qur’sn and prays Isya. And then she studies until 10. Finally she gets asleep.

Task 1

Make a group of your friends and retell your activity with your friends in a group. Share the story of your activity which you usually do on weekend, weekdays or holiday!

Task 2

Retell your story to the other groups or in front of the classroom!



By Wasimin, S Pd., M Pd.

(Teacher of SMP 34 Semarang, Central Java)


Presented in the 53rd TEFLIN (Teachers of English as A Foreign Language in Indonesia) International Conference 2005

Yogyakarta, December 6-8th 2005

Departemen Pendidikan Nasional

Direktorat Jenderal Pendidikan Dasar dan Menengah

Direktorat Pendidikan Lanjutan Pertama



By Wasimin, S Pd., M Pd.

(Teacher of SMP 34 Semarang, Central Java)


The ability in making interaction in English of class IIIA students of SMP 34 Semarang is low. This is because they do not know how to give responses to someone’s statements. They do not have appropriate act ional competence. This is due to their lack knowledge of the use of finite in natural conversation. This problem must be solved because when in their future they will need to communicate in English fluently and accurately in its social context. Students are also hoped to be able to express their meaning (interpersonal, ideational, and textual) in various spoken text that have communicative purposes, in certain text and linguistics.

To solve the problem, I used Jazz Chants technique for 20 minutes in every meeting. Jazz Chants is a drill using interpersonal dialogue in relaxed rhythm and beat like simple jazz music. Chants mean short songs that are easy to imitate.

The purpose of the research is to improve the students’ ability to interact in English. The focus of the research, which is put in the indicators of the success of the research, is the improvements of (1) the use of finite (2) pronunciation and intonation and (3) the fluency in giving responses.

The Action Research was done in 3 cycles beginning from August 2004 and ended in the end of November 2004. Gradually, the students who had difficulties in giving responses to others in English decreased. This was seen through the data taken from three aspects (1) the use of finite (2) pronunciation and intonation (3) fluency in giving responses that increased in every meeting. In the end of cycle 1, the ability of the students in using finite in simple present tense increased from 4 to 33, pronunciation and intonation increased from 2 to 33 students; the fluency in giving responses increased from 2 to 29 students. In the second cycle, which I focused on the use of simple past tense, the ability to use finite in simple past tense increased from 31 to 33 students, pronunciation and intonation increased from 29 to 33 students. Fluency in giving responses increased from 28 to 32 students. In the third cycle, which I focused on the use of simple future tense indicated the improvements in the three aspects I investigated. The ability in the use of finite in simple future tense increased from 20 to 38 students, pronunciation and intonation increased from 25 to 38 students, and fluency in giving responses increased from 21 to 35 students. In the end of cycle 3 or in the fourth meeting, I contrasted the use of the three primary tenses and the result showed that 29,6% of the students were able to use the three aspects properly.

Using the Jazz Chants model, my students felt happy and relaxed, so they were able to improve their competency in making interaction in English. However, this research underwent obstacles. At the beginning of the research, my students found difficulties in imitating the utterances from the tape because they found some unfamiliar vocabulary. Besides that, I did not cover all kinds of finite, so the ability to give responses was still limited. Then I asked my students to find their own material in order that they would not find difficulties in unfamiliar vocabulary.


A. Background

The Indonesian government has done many efforts to build good quality human resource. However, the target of students’ competence has not been satisfying. One-important students’ competence for them to survive in the future is the ability to communicate in English. There are 40 state Junior High Schools and tens of private ones that undergo the same problem.

The implementation of the English 2004 curriculum is hoped that students will have the competency in using both spoken and written English in the appropriate social context. In spoken English, students are hoped to be able to convey meanings (interpersonal, ideational and textual) in various spoken texts that have certain communicative purpose, text structure and linguistics. Again, the condition is still far from the teaching and learning objectives.

I teach at SMP 34 Semarang. The school is located in east Semarang that has poorer condition compared with other school located in the city center. As I was teaching, there were some problems arouse. Most students had difficulties in interacting using English. The difficulty was caused by the lack ability of the students to use the appropriate finite in the mood in the utterances. Finite is an important thing that enables the students to give responses when someone speaks to them. Together with the subject, finite forms mood, as the main part in building interpersonal meaning in English utterance. The following example gives a clear illustration of how my students could not interact in simple English. When someone said: You are a student here. The response they gave was just yes or even they had nothing to say, or just smiled. The response we need from the utterance is: I am. The word am is the finite from the utterance I am. Then the communication simply broke down, as they did not know the way to give responses as they did not have adequate competence in using the finite.

Realizing the important problem to solve, I tried a way to find the solution. I tried to use a strategy in teaching that made students interested and at the same time helped them to be able to give responses when someone gave statements to them.

B. Problem Formulation

From the explanation above, I formulate the problem as follows:

Does the ability to interact in English of class IIIA SMP 34 Semarang in odd semester in the academic year of 2004/2005 improve through the use of Jazz Chants model?

C. Research Objectives

  1. The students’ ability in interacting using English improves, that is seen through (1) the use of proper finite (2) the improvement of pronunciation and intonation, (3) the more fluency to give responses to other people who gave statements in English.
  2. To build active and responsive English class.

D. Significance of the study

  1. Students were able to eliminate their difficulties in making interaction, as it was an important competency in using English.
  2. The teacher would improve his performance in improving the teaching strategy.
  3. The study gave input to the headmaster to make policy to fulfill the students’ needs.

II. Theoritical Review

A.   Interaction

What I mean by interaction in my study is the ability of the students to make sustained conversation in English. It means that the students are not only able to respond in one-sided dialogue, but then he/she is able to give a prompt for his/her partner to give responses and vice versa.  Diknas (2004:34) states that natural conversation is not like an interrogation. An authentic discourse does not last ‘cleanly’ and ‘neatly’ like we can find in educative dialogue texts. The texts often cover a dialogue between A and B, where A asks, B answers. When students are able to interact, meaning that they are able to give responses as well as to give a prompt to others, it means that they are able to interact in English.

B. Jazz Chants Model

To overcome the problem faced by my students, I used Jazz Chants model. Graham (1978) stated that Jazz Chants is a rhythmic expression of Standard American English as it occurs in situational contexts. The rhythmic expressions were recorded as a model that was imitated by the students in jazz tempo and beat. Echols (1996:327) states that chant means simple and short songs. So Jazz Chants technique is the technique to practice the English utterances in short jazz beats that is easy to be followed by the students. As we know that the teaching and learning process is a complex phenomenon that involves many components and competencies, including words, mind, and our action. Through attractive learning, learning process can be effective. The jazz chants model is a way to build an effective learning. The implementation of jazz chants is suitable with the principle of quantum teaching in classrooms that drives students in a happy atmosphere while learning.


A.  Setting

The research was done at SMP 34 Semarang class IIIA in the odd

semester in the academic year of 2004/2005. The number of the students is 41

people, consisting of 20 male students and 21 female students.

B.   Research Implementation

The research was done from July 2004 to November 2004. The following

is the  phenomena occurred from July 2004 to November 2004.

  1. Planning

In this phase, I did the observation to find how my students gave responses to English utterances in July 2004. I noted the phenomenon down during my first days in my teaching. Then I tried to find the reason of the problem faced by my students. I found that the reason was that they were lack of the ability to express their ideas because they do not have competency of the use of finite in English. Then I had an idea of using Jazz Chants model.  I prepared myself with the recording of Jazz Chants and the player. I also arranged the research in three cycles. In the first cycles, I focus on the use one of primary tenses: simple present tense, that lasted for a month, August 2004. Then I continued with the second primary tense: simple past tense in September 2004 and in the mid of October 2004. In the third cycle, I trained my students the use of the third primary tense: simple future tense in the mid of October until November 2004.

  1. Action

Cycle 1

  1. I taught in class IIIA as usual without changing the schedule. In the first 20 minutes, I trained my students with Jazz Chants model.
  2. First, I gave the students the context of situation where the dialogue we learned was going to be about. Then, I gave example of how to pronounce the utterances done in restaurants. After that, I played the recorder that was imitated by the students. The following is the example of the utterances learned by the students from the tape.

Major Decisions

How do you like your coffee?

Black! Black!

How do you like your tea?

With lemon, please.

How do you like your steak?

Medium rare.

How do you like your eggs?

I don’t care!

Poached on toast?

I don’t care!

It doesn’t mean different to me.

It doesn’t matter.

It’s all the same to me.

(Graham, 1978:39).

In the last stage, I asked my students to work in pairs while I was making observation. The students gave prompts and responses individually.

Cycle 2

In cycle 2, which lasted from September to mid of October 2004, my focus

was practicing students to interact in simple past tense. This is the example of

the utterances learned by the students.

Sh! Sh! Baby’s Sleeping!

I said, Sh! Sh! Baby’s sleeping!

I said, Sh! Baby’s sleeping!

What did you say?

What did you say?

I said, Hush! Hush! Baby’s sleeping!

I said, Hush! Baby’s sleeping!

What did you say?

What did you say?

I said, Please be quiet, Baby’s sleeping!

I said, Please be quiet, Baby’s sleeping!

What did you say? What did you say?

I said, Shut up! Shut up! Baby’s sleeping!

I said, Shut up! Shut up! Baby’s sleeping!


Not anymore.

(Graham: 1978:3)

Cycle 3

In cycle 3, which lasted from the mid of October to the end of November 2004, the focus was to train the students to interact in simple future tense. The example of the utterance is as follows:

Love Song

Does she love him?

Yes, she does.

Is she happy?

Yes, she is.

Does he know it?

Yes, she does, yes, he knows it.

Will she hug him?

Yes, she will.

Will she leave him?

Yes, she will, if she has to. ….

In the implementation of the three cycles, I did the observation on the phenomena occurred in each meeting. To do the observation, a colleague of  mine, an English teacher helped me. Besides that, I also interviewed some students about the activity during the research. I collected the data to make my reflections about what I had done to my class.

IV. Research Result

The data I collected during the research can be explained as follows:

In the first cycle, the students admitted that it was strange for them to do the activity. They got enthusiastic doing the activity. Then they got most excited when I played the tape giving example of jazz chants model. It was still strange for them to listen to native speaker’s voice. They also found it strange with the beat of Jazz Chants they listened from the tape, but they got very happy and interested in it. In the next meeting, they got more familiar and began to enjoy imitating the rhythm from the tape.

In the end of the first cycle, I gave them feedback in the form of prompts they had to give responses. Some of them gave responses faster than before and they also had better self-confidence with better spontaneity. They admitted that they had better self-confidence and felt proud with their ability to respond in English.

In the second cycle, which was begun from September until mid October 2004, the students got ready more in doing the activity. Most of them did the activity well in simple past tense. But when I contrasted the finite of did and was/were, they were confused. It happened in the first and second meeting of cycle 2.  This cycle yielded better understanding of how to make conversation in English. They began to be able to give reaction using appropriate finite. An example of dialogue produced by a pair of students is as follows:

A       :           You’re lazy!

B       :           No, I’m not.

A       :           Yes, you are!

B       :           No, I am not!  And so on.

Other dialogue:

A       :           You did not do your homework.

B       :           I did!

A       :           No, you did not!

B       :           I did! Look at this.

A       :           You did not do it! Your sister did!

B       :           I did it myself!

In the third cycle, which lasted from the mid of October to the end of November 2004, the focus was interaction using simple future tense. Compared with the second cycle, it was faster and the students reached the ability to interact better than before. They admitted that the tense was much simpler than present tense and simple past tense.

In the reflection stage, I gathered the data as follows:

Cycle 1, lasted for 7 meetings can be seen in the following figure.

Figure 1

The number of students who used finite appropriately in cycle 1

From the figure above we learn that the number of students who used finite correctly gradually increased from meeting to meeting. In the contrary, the number of students who made mistakes in using finite gradually decreased.

Figure 2

The improvement of the number of students to make

appropriate pronunciation and intonation in cycle 1

From the figure above we learn that the number of students who used the appropriate pronunciation and intonation gradually increased and the number of students who used pronunciation and intonation inappropriately decreased gradually.

Figure 3

The improvement of the number of students in fluency


Fluent enough

Not fluent

From the figure above we learn that the number of students who interacted in English fluently gradually increased.

Cycle 2

To anticipate the student’s difficulty in giving responses in the simple past tense, I gave them modeling in how to give responses in simple past tense. The phenomena happened in this cycle that lasted for ten meetings were as follows:

In meeting 1 and 2, most students (about 75%) gave responses to their friends in relaxed way. Yet, they still made mistakes in the use of was, were and did.  Some students, about 60% failed in giving responses when the tenses were varied among the use of was, were and did. While in meetings 5 and 6 a half students (50%) still had difficulties in the use of finite. In meeting 7 and 8, the number of students who made mistakes gradually decreased, that is from 50% of the students decreased to 30% of the students. When I interviewed them, they were able to give responses correctly. This is what they said in front of me:

T        :           You enjoyed the English class better than before.

S        :           I did, sir. Thank you.

In meeting 9 and 10, I combined the two different tenses. In meeting 9, they needed to think before they gave responses, but in the last meeting, they found it relaxed and happy to combine the two kinds of tenses, simple present tense and the simple past tense.

Cycle 3

To anticipate the students’ difficulties in giving responses in the future tense, I gave them the modeling. The phenomena occurred in this cycle was that they found it easier to cope with future tense. Because students did not have serious problem, I just had 4 meetings in cycle 3. The data I collected in the last cycle can be seen in the following table.

Table 1

The improvement of the students’ interaction in English in Cycle 3

Meeting Finite Pronunciation And Intonation Fluency Average
1 20 25 21 22
2 37 37 35 36.3
3 38 38 35 37
4 39 39 36 38


A.        Conclusion

From the data analysis above, the following conclusion can be drawn as follows:

The students’ competency to interact in English improved after they practiced Jazz Chants for twenty minutes in every meeting, which lasted for 2 cycles (from August to mid October 2004) in limited tenses focus.

  1. This research was able to improve the students’ interaction in English that can be seen through the improvement in the use of finite, pronunciation and intonation as well as the fluency in giving responses to statements given to them.
  2. The students who had difficulties in giving responses because of their lack competency in the use of finite gradually decreased in every meeting.
  3. Although positive phenomena occurred during the research, there were some obstacles. Some students were not familiar with the vocabulary used in the recording. Besides that, the noisy class disturbed other classes near IIIA where the research was conducted.

B.    Recommendation

1.  This activity should be modified using the material suggested by the students. They should be given homework to observe dialogues around them to be put in English. This could be done to overcome the obstacles in comprehending the unfamiliar vocabulary used in the recording.  When they made their own material, it is hoped they will not have difficulties in comprehending the vocabulary.

2.  To overcome the noisy class, the school should think of providing a classroom for English class. If it can be fulfilled, similar activities can be done freely without disturbing other classes.


Diknas. 2004. Landasan Filosofis Teoretis Pendidikan Bahasa Inggris. Jakarta:

Direktorat Jenderal Pendidikan Dasar dan Menengah, Direktorat Pendidikan Lanjutan Pertama.

Diknas. 2003. Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah

Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Departemen Pendidikan Nasional.

Diknas. 2003. Pedoman Teknis Pelaksanaan Classroom Action Research. (CAR).

Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah, Direktorat Pendidikan Lanjutan Pertama.

De Porter, Bobbi at all, 1999. Quantum Teaching. Terjemahan Anry Nilandari.

Bandung: Kaifa.

Gerot, Linda dan Wignel, Peter. 1995. Making Sense of Funtional Grammar.

Sidney: Gerd Stabler Antipodean Educational Enterprises (AEE).

Graham, Carolyn, 1978. Jazz Chants, Rhythm of American English for Students

of English as a Second Language. New York: Oxford University Press.

Pelangi, Buletin. 2001. Pedoman Teknis Pelaksanaan Classroom Action Research

(CAR). Jakarta: Proyek Perluasan dan Peningkatan Mutu SLTP, Direktorat Sekolah Lanjutan Tingkat Pertama, Direktorat Jenderal Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional.



1. Mengubah Satu Huruf

PERINTAH : Jawablah pertanyaan di bawah ini pada kotak yang berada di sampingnya. Ingatlah, jawaban itu harus mengubah satu huruf dari kata yang ada di atasnya.

P A S I R Kerikil yang halus sekali
Tempat pembayaran di toko
Alas tidur
Lawan kata halus
Tempat jual beli
Yang membatasi halaman rumah
Memperbaiki kembali sebuah bangunan
Berjalan berkeliling
Suram, pucat warnanya
Cekungan di tengah-tengah perut
Tempat yang terletak di bagian tengah
Maju sekali
Tidik licin
Tahan penyakit
Makanan khas Turki
Alat musik gesek dari Jawa

2. Siapakah Saya

Pertanyaan : Siapakah saya? Tebaklah saya berdasarkan keterangan di bawah ini.


Sebagai pemain sepak bola saya dikenal dengan tendangan bebas saya yang keras dan akurat. Kalau kamu ingat saya, pernah lo saya menciptakan gol dari tengah lapangan di kompetisi liga Inggris. Saya juga mampu memberi umpan silang yang akurat buat teman-teman saya yang mau mencetak gol. Di tim nasional Inggris kini saya dipilih menjadi kapten tim. Oya, kamu kenal kan grup Spice Girls? Nah, istri saya adalah anggota Spice Girls. Siapakah saya?


Saya seorang artis cilik. Saya bisa menyanyi, bermain musik, dan tari balet. Saya juga pernah main film layar lebar. Di film itu saya berperan sebagai anak baru di sekolah dan dimusuhi oleh sekelompok anak nakal. Sebagai penyanyi, lagu saya yang terkenal adalah Kembali ke Sekolah. Siapakah saya?

3. Melanjutkan suku kata

Buatlah kata sebanyak mungkin dengan cara melanjutkan suku kata berikut ini MENJADI KATA.

a. ba ….

b. pu ….

4. Membentuk kata dari huruf yang ada

Buatlah kata sebanyak-banyaknya

berdasarkan huruf yang ada pada kata berikut ini.

a. Pelatihan      : PEL, APEL

b. Penataran     : ANTARA, NANAR

5. Membuat kalimat berdasar pola tertentu.

Buatlah sebanyak mungkin kalimat terdiri

tiga kata yang   dimulai dari:

a. S – d : Saya datang.

Sudah dua?

Sabar, dong!

Sulit dibaca.

Sebaiknya dicoba!

b. S – m – s : IBU

c. K –  b – k : BAPAK

6. Menuliskan manfaat lain suatu alat

Sebutkan manfaat / kegunaan lain :

  1. sapu ijuk, selain untuk menyapu!
  2. topi baja, selain untuk pelindung kepala!



Handout Listening and Speaking for SMK

Listening and Speaking Handout

Prepared for:

The training of SMK Sekolah Standard Nasional English Teachers

Jawa Tengah



Dra. Maria Regina Dyah Pramesti


Asking for and giving directions

A. Indoor

1. What do you know?

1.1. Look at the map of the Wellington Hotel ( picture 1 ). What would you say if you were at the Front Desk and someone ask you these question:

  • Where’s the coffee shop?
  • Where are the hotel shops?
  • Where’s the Roof Garden?
  • Where’s the Manager’s Office?
  • Where’s the Napoleon Restaurant?

2. Listening

2.1. Listen to 5 enquiries about where things are in the Wellington Hotel. Then answer these questions:

  1. At which end of the coffee shop is the Terrace Café?
  2. What are the tennis courts part of? What are they next to?
  3. What other bar does the clerk mention? Where is it?
  4. According to the clerk, the souvenir shop is the ………. shop on the right, and it is …………..  the barber’s.
  5. How will the guest recognize the disco? What does the clerk say?

2.2. Listen again and complete the enquiries.

  1. How can I ………… to the Terrace Café please? It’s on ……………… floor.

Go  ……………… through the coffee shop, and you’ll ……………. it just              .………. of you.

  1. Could you possibly …………… me to the tennis court, please?

If you go …………… through the main door you’ll see them on the left …………….. you go out.

  1. We’re ……………… for the bar.

The lobby bar is just ……………… there, …………. you madam.

  1. Is this the right ……………. for the souvenir shop?

Just go along to the ………………. of the ………………… You’ll see it ………………… the bank.

  1. Can you ………………… me the ……………….. to the disco please?

Yes. Just go ……………. These stairs and follow the corridor along to your right.

3. Points for practice

3.1. Work with a partner. Look at the plan of the Wellington Hotel again. Complete the enquiries below with these words:

the conference rooms                the lecture theatre                     Mr. Johnson

the manager                              a public pay phone                    a taxi

  1. A         : Excuse me. I’m trying to find ………………

B          : They’re all facing the open lounge. Along to your left, and straight on,

past the lifts.

2.  A          : which way are ……………………………?

B          : Along there to your left, madam. Past the cloakroom and the ladies’

room, next to the lift.

3.  A          : Can you tell me where I’ll find ………………? I have an appointment.

B           : Upstairs, on the first floor, sir. I’ll just give a ring to make sure he’s in.

4.  A          : Where can I get ……………………………….?

B           : They’re on your right as you go outside the main entrance. The Hall

Porter will find one for you.

5.   A         : Excuse me. Am I going the right way for ……………………?

B          : Yes. Through the open lounge and then turn right.

It’s next to the conference rooms.

3.2. Imagine you are standing near the reception desk. Ask and answer questions about any place on the hotel plan, like this:

A         :  – Where’s ……………………….?

- I’m looking for …………………

- Can you tell me the way to ……………………….?

- Can you tell me where ………… is?

- Can you tell me where I’ll find …………………….?

- Could you direct me to …………………?

- Am I going the right way for ……………………..?

B          :  – It’s on this floor / in the basement / over there / next to …… / on your right as

You go out, etc.

- ( Go ) along the corridor / downstairs / through the lounge / to your left, etc.

You’ll see it just in front of you, etc.

B. Outdoor

1. Listening

1.1. Take a look at the map ( picture 2 ). As you listen, follow the guests’ routes on the map. What places of interest do they pass?

1.2 Look at the map ( picture 3 ) and listen to the tape. A waitress in the Boston Restaurant is giving directions on the telephone to a customer who is coming from the Grand Theatre. Write in the names of the landmarks, streets, etc., which the waitress mentions.

When you leave the teatre, turn left,  and go along Hay Street. Go straight on as far as

…………………, then turn left into …………………… Go past the …………………

on your left , and go straight on, in the direction of ……………….. You’ll cross …………………. , and just after that, the road forks. Take the right fork, you’ll now be in ………………….. Then take the third turning on your right, that’s ……………………

You’ll see the restaurant on your left. It’s just after the …………………… and just before the …………………..

2. Point for practice

With a partner, plan and write down directions for someone who wants to get from the hospital to the Gourmet Restaurant. Begin with: When you leave the hospital ……………

Mention these places in your directions:

a. New Road                                        f. Green Square

b. Corn Bridge                                     g. The Eden Roundabout

c. Park Street                                       h. Hay Street

d. Eden                                                i. Sussex Street

e. The Post Office                                 j. Sidney Street

Then, with your partner, join another pair of students. Read aloud and compare your directions and theirs, for each stage of the journey, one stage at a time. Discuss the different sets of directions and decide which is better.


Enquiring about where things / places are:

-         Where’s …………………?

-         I’m looking for / trying to find ………………..

-         Can you tell me the way to ……………………

-         Could you direct me to ……………………….?

-         Am I going the right way for …………………?

-         How can I get to ………………..?

-         Which way is ……………………?

Giving directions

a. Location

It’s on the first floor / in the basement / over there / beside … / next to … /

opposite … / on your left / in ( Am. E = on ) Duke street, not far from, just before

- after ……. / on the corner of ………..

b. Movement

Go along ….. / through ….. / left / to your left / downstairs ….. / straight ahead.

Turn right ( at the end of the corridor )

Follow the sign to …….

Take the second turning

c. Recognition

You’ll see it ( right in front of  you / on your left )

You can’t miss it.


Using the Telephone

1. What do you know?

If you are a Telephone Operator or a Receptionist what do you say to a Caller:

  • if you want the caller to wait a few second?
  • if you cannot hear what the Caller says?
  • if you tell the Caller you are going to connect the call?
  • if the guest does not answer?
  • if the guest is already using the telephone?
  • if you invite the Caller to leave a message?

2. Listening

2.1. Listen to conversation 1. Is the call successful? Now answer these questions.

1. How does the Operator answer the phone?


2. How does the caller ask for the person he wants?


3. How does Mr. Krantz answer the phone?


4. How does the caller introduce himself?


2.2. Listen to conversation 2. Is the call successful? Now answer these questions.

1. What does the Operator say when she does not hear the name?


2. How does the Caller make the name clear?


3. How does the operator tell the Caller to wait?


4. What does the Operator say when the Guest does not answer?


2.3. Listen to conversation 3. Is the call successful? Now answer these questions.

1. What does the Operator say when she is trying to connect the call?

a. Just hold __________________________________________ , please.

b. I’ll _______________________________________________

c. I’m still ___________________________________________

2. What does the Operator say when she finds the number is engaged?

a. I’m sorry, _______________________________________

b. Would you like __________________________________

3. What does the Caller say?

a. No, it’s ______________________________

b. I’ll _________________________________

3. Points for practice

3.1. In the listening section you heard phrases spoken by the Caller, Operator and the Guest.

Read the situation below. Write what the people say. You can see a full list of the phrases in Language Reference at the end.

  1. It is 09.15 a.m. The Operator at the Paradise Hotel answers the telephone.
  2. Tom Feng wants to speak to Mr. Cox who is staying in Room 247.
  3. The line is bad, so the Operator does not hear the name and room number clearly.
  4. Tom makes the name and room number clear.
  5. The Operator tells Tom Feng to wait, and promise to make the connection.
  6. Bill Cox answers the telephone.
  7. Tom introduces himself. He is phoning about the meeting they arranged. He wants to change the time of the meeting to 3 p.m. instead of 2.30.
  8. Bill Cox says there is no problem about changing the time.

3.2. Work with your partner. Act out these situations:

  1. The caller wants to speak to the Assistant manager, but the line is engaged. The Caller does not want to hold. The Operator offers to ask the assistant manager to call back, and writes down the caller’s name and telephone number.
  1. The caller, Mr. Leconte wants to speak to Miss Offroy in Room 201. The Operator calls the number, but there is no reply. The caller leaves a message that he will meet Miss Offroy  at the usual place, tomorrow. The Operator promises to tell Miss Offroy the message.
  1. The Caller, Mr. Dupont, wants to speak to George Stakis. The line is bad, so the Operator does not hear the name very clearly. The Caller makes it clear. The Operator asks the Caller the room number but he does not know. The Operator checks the guest list and put the call through. Mr. George Stakis answers the call.
  1. You want to telephone someone in the room. The Operator calls the number, but there is no answer. Leave any message you like. The Operator repeats the message and promise that your friend will get the message as soon as he arrives.


Expressions used by the Operator:

  • When answering the phone: Good morning, etc. NAME OF OFFICE. May I help        you? ( May I help you is optional )
  • On hearing who the caller wants: Hold the line please, I’ll put you through.
  • When the number starts ringing: ( It’s ) ringing for you now.
  • After failure to connect first time: ( I’m ) still trying to connect you.
  • If the person doesn’t answer: I’m sorry, there’s no reply / answer. I’m sorry I’m            not getting any reply / answer.
  • If the person is using the telephone: I’m sorry, the number is engaged / busy.
  • Offering to take a message: Would you like to leave a message?  Can I take a   message? Can I give him a message?
  • Offering to arrange a return call: Shall I ask him to call you back?

Expressions used by the caller:

  • Can I speak to NAME, please?
  • Hello, is that NAME?
  • This is NAME.
  • Could you give him a message?
  • Could you ask him to call me at TELEPHONE NUMBER?
  • Could you tell him I called, please?

Spelling on the phone and phone numbers

When a letter is doubled in a name, British people usually say ‘ double N ‘. Thus Anne would be spelt A – double N – E. Similarly for numbers: 5772 would be said five – double seven – two. Americans would probably say the same letter or number twice.

The number 0 is usually said as ‘oh’ in Britain but ‘ zero’ in America.

Some further expressions in British and American English.

British English                                                American English

A long distance call                                           a trunk call

A reverse charge call                                        a collect call

Area code                                                        routing number

Directory Enquiries                                           Directory Assistance

Engaged                                                           busy



1. What do you know?

  1. What do guests usually say when they make a reservation?
  2. What information does the Reception Clerk need?
  3. How can the Reception Clerk do these things?
    • Find out what type of room the guest need
    • Find out when the guest wants the room
    • Find out how long the guest plans to stay
    • Offer a room
    • Say the room rate
    • Find out the guest’s name
    • Finish the conversation politely

2. Listening

2.1. Look at this table. It shows some things a Reception Clerk might do. Listen to conversation 1. Try to match parts of the conversation with the ticks in the table below.

Ask about the type of room Ask about the date of arrival Ask about the length of stay Offer a room Say the room rate Ask if suitable Ask the guest’s name Finish politely
v v v v v v

2.2. Listen again. Fill in the sentences from the conversation.

GUEST            : Do you _________ a __________ for __________ __________, please?

CLERK           : Would that be a __________ ___________, madam?

GUEST            : Yes, a ___________ __________ .

CLERK           : And how long __________ you be _____________ ?

GUEST            : I’d be ____________ two ___________ .

CLERK           : Two nights. I can give you a _____________ room at ________ a night,

Including breakfast. ___________ that be _____________ ?

GUEST            : Yes, that would be _________________ . The _____________ is White,

Mrs. Margaret White.

CLERK           : Very ________ Mrs. White. We _______ _________   to seeing you.

2.3. Now listen to conversation 2 and 3. Tick the correct boxes.

Ask about the type of room Ask about the date of arrival Ask about the length of stay Offer a room Say the room rate Ask if suitable Ask the guest’s name Finish politely

2.4. Listen to the dialogue. Then fill the table below.


Name of customer: ________________________ Room type: _____________________

Date of arrival: ___________________________ Room rate: ______________________

Length of stay: ___________________________ Time of arrival: __________________

2.5. Listen to the three dialogues on the tape. Match the expressions you hear in the dialogues with the ideas below. Write down the expressions you hear.

The customer wishes to reserve a room.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The clerk asks about the type of room needed.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The clerk asks about length of stay.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The clerk offers a particular type of room.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The clerk asks about suitability.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The clerk talks about the room rate.

Dialogue 1 __________________________________________________________

Dialogue 2 __________________________________________________________

Dialogue 3 __________________________________________________________

The asks the customer’s name

Dialogue 1___________________________________________________________

Dialogue 2 ___________________________________________________________

Dialogue 3 ___________________________________________________________

The clerk repeats the reservation details, welcomes the customer, etc.

Dialogue 1 ___________________________________________________________

Dialogue 2 ___________________________________________________________

Dialogue 3 ___________________________________________________________

3. Point for practice

3.1. Work with a partner.

A : Telephone B to make a reservation. Be ready to give details of the dates and the type of room you need. Find out what B can offer you. Decide whether to make a firm reservation or not.

B : You are a Reservation Clerk. You are unable to give A exactly what he/she wants, but you can offer an alternative. For example, you can offer:

a. the dates he/she wants, but with a different type of room

b. the room type he/she wants, but for different dates


The customer says:

Requesting a reservation

Have you got a room … ?, I’d like to reserve / book a room …, Can I reserve a           room …?

The Reception Clerk says:

  • Asking about room type

For how many?;  Is that a single room, sir?;  Single, double, or twin room?;

Would you like a room with bathroom?

  • Asking about length of stay

( For ) how many nights?; How many nights are you planning to stay?; How             many nights will you be staying?

  • Offering a room

We can give you a ( single ) room at ( $ 125 ) a night.

  • Asking about suitability

Would that be suitable?; would that suit you?

  • Asking about the name

( And ) the name, please?; And your name is ….?; What was the name. please?; And could I have your name, please?

  • Asking about time of arrival

What time will / would you be arriving?; Do you know what time you’ll be arriving?

  • Expressing agreement, willingness or understanding

( rather formal ) very good, sir; ( less formal ) That’s fine, sir.

  • Confirming reservation

Thank you, sir / madam.; I’ve reserved Room 113 for you.; The room number is 456.; That’s a ( single ) room at6 ( $ 125 ) a night.

  • Welcoming to the hotel

We look forward to seeing you.; We look forward to having you with us.

  • Apologizing and offering an alternative

I’m sorry. We don’t have a ( single room with bathroom) from the ( third to the fifth  of May ), but we do have a ( single room with shower ) at ( $ 110 ) a night.



1. What do you know?

  • What happens when a guest checks in?
  • What must the guest fill in?
  • What personal details must the guest give?
  • If you have to ask the guest for personal details, what questions can you ask?

For example: – Can I have your surname?

– How do you spell that please?

2. Listening

2.1. Listen to the conversation once through. Answer these questions.

  1. What is the name of the guest?
  2. What kind of room is he going to stay in?
  3. What is the room number?

2.2. Listen again. Answer these questions.

a. How does the receptionist confirm the reservation?

Ah, here we are. That’s a ____________ room, for ______ ______________

b. What does the receptionist say about the room?

I’ve __________ you in _______ _______ . That’s on the _________ _________

c. How does the receptionist ask the guest to fill in the registration card?

If _________ ___________ __________ __________ __________ __________

___________ the registration card.

d. What will happen when the guest fills in the card? What does the receptionist say?

And then the ____________ will ________ _________ _______ _________

__________ room.

2.3. Listen to part of another conversation. This time, the receptionist is filling in the registration card for the guest. Fill in the card below.


Surname :_________________________       Room Number : __________________

Other names : _____________________        Occupants : Adults ____________

Children ___________

Nationality : ______________________        Arrival date : ____________________

Address : _________________________       Departure date : __________________




Occupation : ______________________

Place of birth : _____________________

ID no. : __________________________

Next destination : __________________
Method of payment : ________________

3. Point for practice

Act out check-in conversations with one or more partners. One of you is a guest, the other is a receptionist. Notice these stages:

THE GUEST : wants to check in


  • Checks the guest’s name
  • Finds the reservation form
  • Confirms the type of room
  • Checks the length of stay
  • Checks how the guests is going to pay
  • Tells the guest where the room is
  • Gives the guest the registration form to fill in
  • Gives the guest the key to the room
  • Mentions the porter / luggage

To make the conversation more realistic, you could make a registration card for an imaginary hotel. You give the guest the card to fill in. Or perhaps you can get a REAL registration card for a REAL hotel.


Phrases when the guest checks in

  • What was the name, please?
  • One moment, please.; Just a moment, please. ; Just a moment till I find it.
  • Here we are. ; I’ve got it here.
  • That’s fine.
  • I’ve put you in Room ( 234 ), it’s on the ( second ) floor.
  • The porter will take you up to your room.
  • I’ll get the porter to take your luggage up for you.

Polite requests or suggestions to guest

  • If you’d ( just ) like to … ( fill in this form, follow the porter, etc.)
  • If I could just ask you to … ( fill in this form, etc. )


  • The if-clause can stand on its own:

If you’d like to fill in this form. ( this is enough as a request )

  • But it can also be followed by a clause with will:

If you’d like to fill in this form, I’ll give you the key.

Responding to requests by guests

  • Yes, of course
  • Yes indeed
  • Certainly
  • No problem

Questions to help fill in forms

  • Can I have    you ( surname, etc. ) ?
  • How do you spell that?
  • And your ( nationality, etc. ) ?
  • Can you tell me your ( next destination, etc. ) ?
  • Where are you going after this?
  • How are you going to pay?

Berikut kami unggah sebuah file yang cukup bagus untuk pemahaman tentang guru dan pembelajaran bahasa Inggris. File ini merupakan softcopy dari  berbagai modul yang dipakai dalam kegiatan Pendidikan dan Latihan Profesi Guru di Universitas Negeri Semarang. Semoga  bermanfaat.



Belajar Inggris

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